PREVALENCE OF BIPOLAR MOOD DISORDER RELATED SYMPTOMS AMONG A SELECTED GROUP OF STUDENTS AT THE UNIVERSITY OF ESWATINI

Abstract

Teacher training institutions and the education policy embrace inclusive education merely defined by
physical and visual impairments. However, learners with hidden impairments such as bipolar mood disorder
have not been given attention. This study sought to determine the prevalence and traits of bipolar mood
disorder in students, challenges faced by students and to compare the nature of challenges faced by
students of different demographic characteristics. The study employed mixed methods to collect data from
a sample of 108 students of the University of Eswatini. Quantitative data were analyzed using both
descriptive and inferential statistics in SPSS while qualitative data were analyzed using Framework
Analysis. Findings revealed that bipolar mood disorder exists among students as 48% presented
symptoms related to bipolar. This impairment is found to have been inherited or caused by stress, mostly
from family issues. Depression from school work pressure triggers it. The students advocate for awareness
about bipolar mood disorder and academic accommodation. However, they fail to disclose their condition
because educators may think they are not academically fit. They face challenges of accommodation, low
self-esteem, poor social interaction and non-disclosure; female students are more academically
accommodated but severely faced with self-esteem problems. It can therefore be recommended that the
Eswatini higher education council needs to ensure that the curriculum for teacher training institutions should
effectively train teachers to identify students with bipolar mood disorder and further accommodate them.
Lecturers should also be trained on how to teach and support students with hidden impairments.
KEYWORDS: Hidden Impairment, Academic Accommodation, Bipolar, Disabilities